sanitation improvements helps the group to assess …...1. choosingsanitation improvements helps the...

1. Choosing sanitation improvements

This step has three activities.

- 1. Sanitation options2. Three-pile sorting3. Question box I

1. Choosing sanitation improvements helps the group to assess the community’ssanitation situation and decide on the changes it wants to make.

2. Choosing improvedhygiene behaviours helps the group to decide which hygienebehaviours it wants to work on with the community.

3. Taking time for questions gives group members a chance to ask questions and obtainfeedback from fellow participants, thus increasing the confidence and self-reliance of the group.

By the end of this step, the group will have made an informed choice about thechanges to facilities and hygiene behaviours it wants to make.

It is a good idea at this time for the group to quantify the community’s current sanitation situation.This is so that realistic goals can be set.The tools that can be used for this include:

- communitymup to locate and specify the types and number of sanitation facilities

-pocketchartso that the group can give information about individual or family use of differenttypes of facilities

- a community census.

All the conclusions should be recorded for use in future activities which will include development ofa monitoring chart.

Notes1. Before you begin this activity it would be helpful to have

information on:- the design principles of different sanitation options

- the effectiveness of different options- the maintenance and ongoing servicing requirements of each type of option- the costs of different sanitation options- the costs (time and money) of operation and maintenance- the subsidies available- the durability of the structure and the sustainability of each system.

2. The sanitation ladder shows that improvements can be made step by step. Theidea that the community can progress up the ladder at different rates can be veryappealing to groups. They realize that changes can be made over time, at a pacethat is appropriate and manageable for them. When groups discover this, it caninspire them to become more involved.

3. When selecting sanitation options it is important to consider the amount of watereach option would require. The risk of contaminating the environment andexisting water sources must also be considered. Make sure the participantsdiscuss these issues.

4. Some options are equally good. Thus two options can be placed side by side - thatis, the ladders can have “branches”. The idea of progression and choosing for thefuture is more important than the shape of the ladder.

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This activity can also be used to deal with other questions and other problems. For instance thesanitation ladder can be adapted to make a water ladder.The activity would be conducted in thesame way as described for sanifufion opfions, but using drawings showing different water optionsfor improving the quality,quantity and access of water supply.The options shown would need torange from the most simple to the more complex. Additionally, drawings of unsafe or unprotectedwater collection would have to be included since some communities would be starting from thisstep. However, water supply options tend to be fewer,so a water ladder is likely to have fewer steps.Sometimes, in fact, only two situations apply: the current traditional water source and analternative or improved water supply.

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Sample pocket chart for handwashing options

7. Have the group record its conclusions, which will be needed later in the processfor use in other activities, including development of a monitoring (checking)chart.

8. Facilitate a discussion with the group on what it has learned during this activity,what it lilted and what it did not like about this activity.

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:I :;;:_m ~~fj. ,i1. Past experience has shown that programmes which include changes

both in hygiene behaviours and in facilities are more effective ini,,~,. ,~=_,I ~~~ .,.-- controlling diarrhoeal disease than those which only include

changes to facilities. There is often a tendency to concentrate moreon physical facilities, so this activity aims to make sure thathygiene behaviours are not overlooked.

2. How to introduce new hygiene behaviours and/or reinforce existing ones will beaddressed in Step 5: Planning for new facilities and behaviour change.

Unserialized posters2. NurseTanaka

1. Mapping water and sanitation in ourcommunity

2. Good and bad hygiene behaviours3. Investigating community practices4. How diseases spread

I1. Community mapping

2. Three-pile sorting3. Pocket chart4. Transmission routes

2. Selecting the barriers3. Tasks of men and women in the community

2. Planning who does what3. Identifying what might go wrong

-1. Preparing to check our progress

II.-

1. Planning for change2. Planning who does what3. Identifying what might go wrong

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- 1. Planning postersi 2. Planning posters3. Problem box

This step has three activities:

1. P/unning for change helps the group plan the action steps for implementing thesolutions it has decided on.

2. Planning who does what helps the group to assign responsibility for each action step.

3. /dentiQing what mightgo wrong enables the group to foresee possible problems andplan ways to overcome them.

Rrurposel to enable participants to develop a plan to implement changes in

sanitation and hygiene behaviours

Timel 2 hours

ateridsl tooi: ~~~~~~~~~~~~~ p,$$�$:;

l the “now” and “future” sanitation options (from Step4:Activity 7)

l sticky tape

l pens and paper

“Now”and “future”sunitation options and planning posters

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, _: I!!,;‘:,, 1. If there has been a break between this activity and the previous one,h, ); ~ 1’ ,,‘<,, ,i l,L~---d, start with a group discussion to review what was learned or decidedi !i ‘.: at the previous meeting.

2. Put the sanitation option drawings [or drawings representing other options)developed in Step 4 up on the wall.

3. Ask the participants to work in groups of 5-8 persons.

Give the participants the task using these words:

“Doyou agree that this [point to the sanitation option(s) that the group considersrepresent their current situation]is a common situation in the community? And do you agree that this [point to the group’s preferred “future”option]would be a desirable future situation?

“let’s now workout what needs to be done to move from thepresentsituation to where you want to be. To do thiswe need to develop a plan to “N/in the gap! To help you do this, each group will be given a set of planning posters

showing some of the steps that might be needed.

“Each group should look at the planning posters and arrange them in the order it thinks would bring about thedesired change most effectively. Use the blank paper to draw any additionalsteps that you would like to include.”

4. Give each group an identic.al set of “now” and “future” drawings and planningposters.

5. Give the group about 30-45 minutes to work out its arrangements of steps, andthen ask each group to explain its plan to the other participants. Each groupshould be prepared to answer any specific questions which might arise, althougha more general discussion or debate should be limited until each group has had achance to present its work.

6. After the presentations, encourage a group discussion aimed at reaching anagreement on a common plan.

The discussion should cover:- the similarities among and differences between the steps chosen by each

group, and their order- what difficulties they might come across in trying to carry out these steps- what resources they might need to carry out these steps- the amount of time necessary to carry out the plan.

7. Facilitate a discussion with the group on what it has learned during this activity,what it liked and what it did not like about this activity.

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/ (:*I‘:“‘& 1. The “now” and “future” drawings4 may refer to changes in both

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\Txy,lL.~ i__; ‘1 facilities and behaviour as identified by the group using the

----czlmAjm. * , r: sanitation options and three-pile sorting tools.

2. Be prepared to do this planning activity for all the changes the group wants tointroduce. Remember the purpose of the activity is to simplify the planningprocess.

One group may find it easier to make one plan for changes to facilities, one forimproving maintenance of existing systems and a third for behavioural change.Another may be able to look at the three together. There is no one way or rightplan. Your role is to help the group simplify the process so that it becomesmanageable.

3. Don’t worry if the group is not willing to make a plan to introduce all thechanges it has identified. It is enough at this time that it is willing to plan tointroduce some of the changes. Once these have been introduced successfully, theresults will inspire the group to keep on with its work and plan for furtherchanges. A smaller plan which group members are highly committed to is morelikely to be successful than a larger, less well-supported plan.

4. The original community map can be used to help the group think about theimpact of the changes it is planning to introduce.

5. Discussion may already have taken place or questions may have been raisedabout who should have responsibility for doing certain parts of the plan. Planningwho does what, the next activity, helps groups to assign responsibility for taskseffectively so that the tasks are done properly and on time.

4 In other guides, a tool using “now” and “future” drawings is called story with a gap.

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l to help identify who will take responsibility for carrying out thesteps in the plan

l to set a timeframe for implementing the plan

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pieces of paper or card forwriting down names

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What to do1. If there has been a break between this activity and the previous one,

start with a group discussion to review what was learned or decidedat the previous meeting.

2. Put the planning posters - which the group agreed represented the steps in itsplan - up on the wall, in one straight row, in the order that the group agreed to.

3. Give the group the task using these words:

“These planning posters [point to them]show the steps that you decided are required to put your plan into action.Now you need to decide who should carry out each of these steps. Discuss together each step and the type of

personal qualities and skills needed to carry it out. Decide who should curry out each step. When you have decidedwho will be responsible and for what, write the names on pieces ofpaper or card. Write men’s names in oneco/our and women’s names in another. Then stick each piece ofpaper or card beneath the correspondingplanning poster.”

4. Referring to earlier discussion and the conclusions reached during Tasks of men and

women in the community, invite the group to review the task allocation in terms ofthe impact on men and the impact on women, and to make any adjustments atthis time if it wishes.

5. When the tasks have been allocated, ask the group to discuss and agree on whowill coordinate the carrying out of the steps in the plan. Write the name or namesof the coordinators above the planning posters.

6. Invite the selected person or persons to coordinate the rest of the meeting. Thiswill cover developing a timeframe for completing each part of the plan.

7. Ask the group to discuss and agree on the amount of time each step will take tocomplete. Record this information above the planning posters.

8. Facilitate a discussion on:- the importance of seeing that things are being done on time- how the group can check that people are doing what they are responsible for- what the group can do if tasks are not carried out.


~ :- -- ~.~~~.~ 1 .,:i b&;i~,1: ;i iye ~, ‘I’),.:I:, 1. Do not be surprised, if, during this task allocation, more steps are

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(Id?i4 0; _ -,) .:,q added to the plan. Once people become aware they are going to have‘:.7zzG___i*>, ““q c; to do something themselves, they will start to think more carefully

about what it might take to do it.

2. If the group is reluctant to accept responsibility itself and allocates most of thetasks to outsiders, it will need to consider:

- why it is not prepared to take responsibility for tasks

- whether it really believes that hygiene behaviour or sanitation is a problemand, if so, whether this plan will help it overcome this problem

- why representatives of these external groups have not been included asparticipants

- how external representatives could be invited to join the group

- whether these external representatives would be committed to carrying out aplan they did not help to develop

- whether this plan will work on the basis of this task allocation.

If the group does not believe in the importance of sanitation, this could be a keyreason why it does not support the plan. In which case, you may need to go backand repeat earlier activities or find other ways for the group to discover keyinformation.

3. Deciding who should do what can be very time-consuming. This activity mayhave to be carried out over a series of sessions to ensure adequate discussiontime. A pocket chart can be useful for choosing people for the tasks. Create apocket chart as follows:

- Put drawings of each different task in the spaces of the horizontal row acrossthe top of the chart.

- Put drawings, names or some other means of identifying the possiblecandidates in the spaces in the column on the left-hand side of the chart.

- Give each voter one token for each task.

- Show the group how it must place the token for each task in the pocket in thecolumn below the drawing of the task, in the row that represents the person itthinks is best qualified to carry it out.

This activity could be preceded by a discussion of the possible qualities that onemight look for in the person selected to perform a partiwlar task.

4. There is no right way for the group to allocate tasks. You should keep in mind thelocal practices usually used for assigning tasks to people. Selections should not bebased solely on favouritism or popularity.

You could suggest to the group that it takes into account the personal qualitiesand skills defined by the group as necessary to complete the task. You could alsosuggest that those selected should be asked whether they think that they are theright people for the tasks they have been assigned.

Encourage the group to achieve a cross-section of the community (in terms of age,ethnic background, religion, education, and other characteristics) when makingtheir selection.

5. Help the group by reminding it that making plans for activities such as healtheducation sessions, which will be necessary if the community is to be encouragedto change hygiene behaviours, is just as important as making plans for physicalchanges, such as building new latrines.

6. Don’t worry if the group, having completed the PIanning who does what for one plan,then wants to leave the other plans until later. It is enough if the planning hasbeen carried out completely from start to finish for one of the changes the groupwants to introduce. Hopefully, if one plan can be introduced successfully, thiswill inspire the group to continue with its work. Also, the group will havedeveloped the skills necessary to follow later plans through.

7. Ask the group to display the planning posters, including the names of peopleresponsible for each step, in a public place in the community. This will help tokeep everyone informed of what is happening.

l to get the group to think about possible problems in implementingthe plan, and devise ways of overcoming them

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l paper and pens

l container (such as a basket, a hat or a box)

s activity is similar to the Taking time for questions activity carried outng Step4, and is conducted in basically the same way.

1. If there has been a break between this activity and the previous one,

2. Present the task as follows:

“Could everyone please write on a slip ofpaper a problem they think might arise. Write this problem in the form of a

question or a drawing. For example:

3.

4.

5.

6.

7.

“What would we do if the person trained to do the maintenance leaves the community?”

Ask a group member to collect all the problems in the container. This containerbecomes the problem box.

When all the problems have been collected, pass the problem box to oneparticipant at a time and ask each participant to pick out a slip of paper andanswer the question. Participants who pick their own question should be asked toreplace it and pick another.

Give the group plenty of time to discuss the answers. If a participant cannotanswer a question, the question can be answered by someone else in the group.

Facilitate a discussion with the group on what it has learned during this activity,what it liked and what it did not like about this activity.

Optional: If there is time, it may be helpful to have the group sort the problemsinto different categories. Suggestions for two-pile sorting of problems are:

start with a group discussion to review what was learned or decidedat the previous meeting.

- pile 1: start-up problems pile 2: ongoing problems- pile 1: technical problems pile 2: social problems- pile 1: problems the group pile 2: problems the group needs

can deal with by itself outside help to solve

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1. If necessary, more time can be allowed for participants to think ofquestions. For example, the activity could begin before a lunchbreak or at the end of the day, and continue after the break or on thenext day.

1. Community stories2. Health problems in our

1. Mapping water and sanitation in ourcommunity


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1. Blocking the spread of disease

3. Tasks of men and women in the community

TOOL

1. Unserialized posters2. Nurse Tanaka

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1. Community mapping


1. Blocking the routes2. Barriers chart3. Gender role analysis

1. Choosing sanitation improvements

~~~~~~~-3. ldentrfymg what mrght go wrong

1. Preparing to check our progress - 1. Monitoring(checking) chart

---__I ----- ----.--~ 1. Various tool options

/ : y-71 1. Preparing to check our progress :-j 1. Monitoring

~ (checking) chart

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This step has only one activity: Preparing to checkourprogress. In this activity, the groupfills in a chart (see illustration on page 82) for monitoring (checking) its progresstowards achieving its goals. Means are identified for measuring progress, how oftenthis needs to be done and who will be responsible for doing it.

This activity can involve a lot of writing. However, if your participants havedifficulty in reading and writing, you will need to work out ways of doing the activityusing drawings and as little writing as possible. For example:

- instead of writing the goals in words on the chart, participants could place thedrawings that represent the activities/facilities they want to carry out/constructunder the goals headings

- write numbers only if people are able to understand them; for instance,participants could write the number of facilities the group wants to build besidethe drawings of these facilities

- drawings or symbols can be used to represent ideas or words

- participants could choose a symbol such as a flower, bird or colour to representthemselves to put on the chart under the heading of who will be responsible forcarrying out activities or ensuring that they are carried out.

to establish a procedure for checking progress

to decide how often checking should be done and who should beresponsible for this

l to set a date for the evaluation activity, which will take place withthe wider community at some point in the future

ateriak0 tool: ~~~~~~~~~~~~ &%@c!;&h~~j tlihmtl paper, pens, or whatever is available for drawing

l sanitation option drawings of the facilities that the communitywould like to have (optional)

l three-pile sorting drawings (optional) (chosen during the Choosingimprovedhygiene be/&ours activity)

~[ L ;$$--T-~ 'JE'-ig$: '"!'i' - : .1Ck// / “ 1cr y:;::: $ $p, jlI ) ? ,a,,:,“,. /-+‘.I’ ;I’ .$"" i,* f' 1. If there has been a break between this activity and the previous one,

: ‘,, i .:::I , j start with a group discussion to review what was learned or decided1 I’m /j- .~__ A& -1, at the previous meeting.

2. Have the participants work together in one group. Show the drawings whichrepresent their goals.

3. Have a monitoring chart ready (see illustration on previous page).

4. Ask the persons who were selected to manage specific tasks (these were chosenduring the Planning who does what activity) to facilitate this activity, using thefollowing words:

1 would like those ofyou who were selected during the Planning who does what activity to lead the group inthis activity. You will be helping the group to fill in those parts of the chart which it can fill in at this stage, and toagree on how it can continue to carry out this checking process in the future.

“Stick the drawings which represent your goals on the left-hand side of the chart. Continue to fill in the rest of thechart. U

5. After the chart has been filled in, facilitate a group discussion on:

- how to measure the progress being made

- how often progress should be measured

- who should be responsible for measuring progress

- how to involve other members of the community in checking progress and theachievement of project goals.

6. Ask the group to set a date for the project evaluation (Step7).


8. End the session with a party, celebration, prayer or other activity to celebrate thegroup’s achievements.

ems m our communit 2. Nurse Tanaka

1. Mapping water and sanitation in our 1. Community mappingcommunity



1. Blocking the spread of disease2. Selecting the barriers3. Tasks of men and women in the community

1. Blocking the routes2. Barriers chart3. Gender role analysis

3. Taking time for questions

1. Planning for change2. Planning who does what3. Identifying what might go wrong

1. Preparing to check our progress

1. Planning posters2. Planning posters3. Problem box

1. Monitoring(checking) chart

1, I

11 1. Various tool options

? ~-.AI Various tool options

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This step is carried out after the community has implemented its plan, perhaps sixmonths or one year after the start of the programme.

The participatory evaluation should involve as many people as possible from thecommunity as well as other community workers, officials, and perhapsrepresentatives of neighbouring communities. This step should be fun and acelebration of the group’s achievements. During the evaluation the group willidentify:

- how much has been done in the community

- how much of the plan still needs to be done

- what has been successful

- any problems or difficulties encountered

- any corrective action that is needed.

The evaluation can be done in many different ways, for example:

- the group might carry out some evaluation activities itself and share the resultswith the wider community by displaying the materials where they can be seenby all

- the group might decide to involve the wider community in its evaluationactivities; for instance, people could be invited to take part in a community eventwhere everyone votes during a pocket chnrt activity

- or the group could combine the above activities by carrying out some specificevaluation activities separately, as well as organizing a community evaluationactivity, such as presentation of a socio-drama about the programme to awider group.

The group may therefore need to have planning meetings of its own to organize theevaluation or event for a wider group.

Your role is to help the group:- work out what it wants to do to evaluate its progress- work out how it wants to involve a wider selection of community members- work out how to make the evaluation event enjoyable and satisfying for

everyone.

It is important that the group decides what it wants to do. So instead of givingdetailed guidance, a list of suggestions for different types of participatory evaluationactivities follows. If the group has trouble deciding what to do for its evaluationactivity, you could facilitate a discussion using some of these suggestions. Chooseonly those suggestions for the discussion which you think are suitable for the group.Consider the group’s level of reading and writing ability, the different kinds ofpersonalities and skills of group members, and how they work together as a team.

Try to encourage the group to prepare a socio-drama if the group is unwilling to tryany of the other suggestions for evaluation activities. Community workers involvedin PHAST have reported that this activity is usually very well received by the rest ofthe community and is a lot of fun to prepare.

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1. Have the group look at the monitoring (checking) chart to review the goals it set.Then ask it to compare these goals with what has been achieved since it madethe chart. The group might want to make a record of the differences betweenwhat was planned and what has been achieved. Encourage the group to make thecomparison in any way it wants, using pens, paper, drawings, words, etc.

2. Once the comparison has been made, ask the group to discuss:

- what has been successful

- any problems.

3. Ask the group to record (in drawings or words) the problems and sort them into:

- problems the community can deal with by itself

- problems the participants do not fully understand

- problems the community cannot solve by itself.

4. Stick the three groups of problems on a wall and ask the participants to decide:

- for the problems it can deal with: what action they will take

- for the problems they don’t understand: how they will get more information,when will they do this, and whose responsibility it will be

- for the problems they can’t solve: how they will get outside help to overcomethese problems.

5. Finish up with a discussion on what was learned during the activity, what wasliked, and not liked about this activity.

Purposel to see if the community has undergone any physical changes

pens and paper

coloured paper or stickers for marking thechanges on the community map

additional map-makingmaterials - thegroup might wantto make a nmap showingthe changes

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1. Have the group look at the community map and either mark on it the changesthat have taken place since it first made the map. Or if it wants to, and timeallows, it could make a new map.

2. Once this has been done, ask the group to discuss:

- the changes that have taken place

- the difference between what it planned and what it achieved.

3. Continue the activity by following the instructions from point 2 onwards inOption 7.

1. Ask the group to look at the planning posters and Planning who doer what chart andcompare what it planned to do with what it has achieved. The group might wantto record these differences. Erxourage it to do this comparison in any way itwants, using pens, paper, drawings, words, marking the planning posters orPlanning who does what chart,

2. Continue the activity by following the instructions from point 2 onwards inOption ‘1.

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l to see if hygiene behaviours have changed

l this will depend on the number of people voting

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l drawings showing selected hygiene behaviours to put on the pocketchaYt

l enough voting tokens for all the people attending

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1. Ask a participant who is familiar with the pocket chart to facilitate this activity.

2. Set up the pocket chart with a behaviour that is to be measured and explain whatit is and how it is used. Place a vote yourself to show how to use the pocketchart. Make sure you remove it and explain that it was a demonstration.

3. Position the chart so that people can vote without others seeing and then invitepeople to come up, one at a time, to place their votes.

4. Once everyone has had a chance to vote, ask a participant to count the votes anddisplay the results. Make sure this is done in full view so that people can see thisis being done correctly.

5. Facilitate a group discussion on:- what the pocket chart has shown- whether this result is an improvement- how this result compares with the group’s plan- the reasons why people voted as they did.

6. After this discussion, continue the activity by following the instructions frompoint 2 onwards in Option 1.

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II/<Jr) _ 1. More than one pocket chart activity can be carried out. Examples of

II’: 1 subjects that can be investigated using this tool include:- defecation places- handwashing- tasks performed by men and women- places where water is collected.

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:’ l to observe the community conditions directly to see if goals have~ been met1_‘- ~~~~~ ~~ I,

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1. Ask the participants to divide up into pairs. (Larger groups may attract too muchattention.)

2. Suggest that each pair organize a separate walk around the community and recordwhat it sees. Suggest to participants that they plan their walk at the time of daywhen they will be most likely to see things relevant to water and sanitation -probably early in the morning or at dusk. They should pay particular attention to:- the physical changes (e.g. in facilities) that they planned to make

- the types of behaviours they wanted to encourage- the types of behaviours they wanted to stop.

Encourage the participants to record what they see in any way they like, inwords, using drawings, taking photos, etc.

3. Ask each pair of participants to report its findings to the other participants or tothe wider community. The findings can be reported back in any way that theparticipants wish; for example, in the form of a talk, showing drawings, actingout what was seen, singing a song.

4. Facilitate a discussion comparing what was observed in the community and whatwas planned.

5. Continue the activity by following the instructions from point 2 onwards inOption 7.

Option 6: 50cio-drama

Purposel to update the wider community on progress made to date

l to provide an opportunity to celebrate project successes

l to highlight aspects of the project to visitors from othercommunities, and to officials and donors

Timel l-2 hours preparation and rehearsal time

What to do1. This activity can be carried out in groups of 4-8 people. Invited

guests can be given the opportunity to join any of the groups.

2. Give the groups the task using these words:“Working together, choose one part of the project and make up a short IO-minute story about it. Each group will telldifferentparts of the story, You can do this in any wayyou like, using whatever you thinkyou need to tell the story inan entertaining way. Yourshortplay should not take longer than 70 minutes to perform. You have 30 minutes to

prepare and rehearse your activity N

Make sure that each small group is telling a different part of the story.

3. When the groups are ready, ask them to perform their socio-dramas.

4. After the socio-dramas have been presented, participants may wish to discussany particularly significant events that were not performed.

2. Groups will probably use a variety of ways to tell their storiesincluding: music, dancing, acting and humour.

3. This activity is designed to be enjoyable and to create an interesting way ofsummarizing what the group has experienced and felt during the course of theproject. An alternative, more structured approach to this activity would be to askthe group to select 8-15 members to create a theatre performance based on thedevelopment of the project. This could be done as much as one or two days beforethe evaluation closing celebration, in order to give participants more time toprepare the performance.

4. Taking time to celebrate success is very important. Positive results increase thegroup’s faith in itself and inspire it to continue working for change. Discussingproblems can have the same effect because it shows that solving these is withinthe group’s power.

5. The group now has the skill and self-determination to continue by itself with theprocess of introducing the planned improvements to combat diarrhoeal disease. Itis also likely that the skills developed during this programme will be applied toother community problems. Over the long term, this should lead to a muchimproved quality of life for all concerned.

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You will encounter varying degrees of “success”. Some communities may be ahead ofschedule and others may have stumbled early on. But any evidence of improvementprovides a base on which the community can build. Moreover, people need to see theresults of their efforts. Without these they will lose faith both in what they havelearned and in themselves. In your facilitating role, you can help to prevent this fromhappening by getting the group to identify the improvements, no matter how small.If necessary, you can use the activities you are familiar with to begin the processagain. In so doing, you can help the group identify the problems which caused it to

achieve less than it planned, analyse these, plan for solutions, select options, developa new plan, allocate tasks, and monitor and evaluate its results.

j$[[jNm~! .$fi/ir(j) Q[ ~fl{j,/~IThe process of monitoring and evaluation is continuous. It provides feedback to thegroup, enabling it to learn from its mistakes. On the basis of this information, thegroup can change its plans to avoid problems, thereby working towards a much moresuccessful outcome.

sanitation improvements helps the group to assess …...1. choosingsanitation improvements helps the...

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